{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,23]],"date-time":"2026-06-23T12:35:08Z","timestamp":1782218108147,"version":"3.54.5"},"reference-count":34,"publisher":"SAGE Publications","issue":"5","license":[{"start":{"date-parts":[[2009,8,12]],"date-time":"2009-08-12T00:00:00Z","timestamp":1250035200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2009,9]]},"abstract":"<jats:p>Teacher knowledge and instructional expertise have been found in correlational and pre- and posttest studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire this knowledge? (c) Do teachers believe they have this knowledge? and (d) Are teachers being adequately prepared to teach reading? Well-designed studies relevant to this topic have been sparse with a noticeable lack of attention given to identifying specific causal links between teacher knowledge, teaching expertise, and student reading achievement. Until the appropriate research designs and methodologies are applied to address the question of causal effects, conclusions about the specific content that teachers must know and the instructional practices that are most beneficial in presenting this content are preliminary at best. Future studies of the effect of essential reading content knowledge must be extended beyond word-level skills to vocabulary, reading comprehension, and writing.<\/jats:p>","DOI":"10.1177\/0022219409338741","type":"journal-article","created":{"date-parts":[[2009,8,12]],"date-time":"2009-08-12T17:03:09Z","timestamp":1250096589000},"page":"475-480","source":"Crossref","is-referenced-by-count":47,"title":["Teacher Knowledge, Instructional Expertise, and the Development of Reading Proficiency"],"prefix":"10.1177","volume":"42","author":[{"given":"G.","family":"Reid Lyon","sequence":"first","affiliation":[{"name":"Southern Methodist University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Beverly","family":"Weiser","sequence":"additional","affiliation":[{"name":"Southern Methodist University"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2009,8,12]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1080\/10573560591002286"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.1007\/s11881-001-0007-0"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1007\/s11881-004-0007-y"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1177\/0022219409339063"},{"key":"atypb5","volume-title":"Learning disabilities: From identification to intervention","author":"Fletcher, J.M.","year":"2007"},{"key":"atypb6","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.90.1.37"},{"key":"atypb7","doi-asserted-by":"publisher","DOI":"10.1111\/0938-8982.00020"},{"key":"atypb8","doi-asserted-by":"publisher","DOI":"10.1598\/RRQ.41.1.4"},{"key":"atypb9","unstructured":"Gambrell, L., Almasi, J.F., Xie, Q. & Heland, V. ( 1995). Helping first-graders get a running start in reading . In L. M. Morrow (Ed.), Family literacy: Connections in schools and communities (pp. 143-154). Newark, DE: International Reading Association."},{"key":"atypb10","doi-asserted-by":"publisher","DOI":"10.1177\/0022219409338736"},{"key":"atypb11","doi-asserted-by":"publisher","DOI":"10.1177\/0022219409339062"},{"key":"atypb12","volume-title":"Educating school teachers","author":"Levine, A.","year":"2006"},{"key":"atypb13","volume-title":"September). 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